Effects Of Collaborative Learning On Students' Achievements In Introductory Astronomy For Non-science Majors

Details Effects Of Collaborative Learning On Students' Achievements In Introductory Astronomy For Non-science Majors Effects Of Collaborative Learning On Students' Achievements In Introductory Astronomy For Non-science Majors

Aug 2006

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006iauss...2e..14r&link_type=abstract

Innovation in Teaching/Learning Astronomy Methods, 26th meeting of the IAU, Special Session 2, 17-18 August, 2006 in Prague, Cze

Computer Science

Learning

Scientific paper

For the last few years, we have performed various Collaborative Learning (CL) sessions in the classes of the Introductory Astronomy course for non-science majors at Yonsei University, Seoul, Korea. We present some results from these experiments, mainly focusing on the effects of Collaborative Learning (CL) on university students' Communication Apprehension (CA), Class Satisfaction and Academic Achievement. The main results we found are as follows: (1) The amount of CA reduction is proportional to the number of CL sessions; the amount of CA reduction of the 9 CL students was much higher than that of the 0 CL (control group), 2 CL and 5 CL students. (2) The amount of CA reduction was greater with the higher CA students. (3) CA reduction effect was intact after a half year later. (4) Academic Achievement of the 9 CL students was higher than that of the 2 CL, 5 CL and control group students. (5) Students' Class Satisfaction also showed more or less the same results with Academic Achievement.

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